This study was designed to investigate the ability of young children to use a particular computer graphics program Colorpaint and its effects on their artwork. It was conducted in two parts : the pilot study in which five children participated and the main study which involved two children. Four predictions were made. Prediction one stated that of the total number of children's interactions with the program, more would be in the category of independent use than in the category of teacher-assisted use. The second prediction was that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the program. Prediction three stated artwork, done with computer media would be rated higher in each of the categories of "Variety within Shapes", "Variety between Shapes", "Complexity", and "Texture" than would images made with other media. The fourth prediction was that computer-generated artwork, would be rated lower in the category of "Image Autonomy" than the artwork done in other media. For both parts of the study, anecdotal data in the form of field notes, transcribed conversations, and videotapes were kept and analysed to provide insight into the children's behavior when using the computer. During the main study the children's interactions with the computer program were recorded on a checklist indicating whether they were able to use the program independently or if they needed help. Artwork made by the subjects in the main study using the computer and other media were saved for analysis and were rated by three independent judges. The judges used five criteria derived from the literature on children's art to rate each image on a five point Likert scale. Results indicated that prediction one, which stated that more interactions with the computer would be in the category of independent use, was supported as there were more independent interactions than teacher-assisted interactions with the computer for each subject. Prediction two, which indicated that children would use goal-oriented behavior in aesthetic decision-making and problem-solving when using the computer, was supported by the descriptive data collected. Prediction three, that the computer images would be rated higher in each of the categories of Variety within Shapes, Variety between Shapes, Complexity, and Texture, was supported in the two categories Variety between Shapes and Variety within Shapes. The fourth outcome predicted was that the computer artwork would be rated lower in the category Image Autonomy than artwork done in other media. This outcome was supported by the results of the analysis of the artwork. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

Art teachers have inherited unreconciled attitudes toward the teaching of drawing, which stem from an unresolved conflict between interventionists and non-interventionists. The resulting fragmentation of teaching practises is further confounded by consideration of the "crisis in confidence" period of drawing development that surfaces in grade four. In an effort to provide a clearer definition of the teacher's role in the drawing class, this study examined the practises of four exemplary art specialists^ Descriptive research techniques were employed in the observation of 27 drawing lessons, nine each at the grade two, four and six levels. Recorded dialogue was analyzed using Kakas' Peer Interaction Typology and Clements' Questioning Typology, and it was found that peers at all grades spoke most often about their own drawing experiences or artwork, and that teachers used mostly indirect questioning strategies when interacting with students. Data collected regarding initiators of interactions revealed that with increasing age came decreasing amounts of student initiated interaction, together with increasing amounts of teacher initiated interaction. It was also found that there was a paucity of peer interaction at the grade four level, and that in-process viewing of peers' artwork was an important component of the drawing lesson. Within a supportive environment, interaction generally ranged from neutral to positive. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The purpose of the study was to find out more about verbal and visual aspects of teaching art and learning to draw in the classroom. It was to determine what influence language has on visual processes in drawing and to examine effects of talking and verbal thinking on the acquisition of drawing skills of pre-adolescent students in grade seven. The study consisted of a 10-week drawing course for four classes of grade seven students in an elementary school in Vancouver, British Columbia. Instruction was the same for all classes except that in two of the classes students were permitted to talk to each other while drawing and in two classes students were instructed not to talk while drawing. Data were collected and observations recorded using scores on drawing tests, student evaluations, drawing surveys and teacher logs. Although scores on drawing tests showed little difference between the two groups, consistent observations indicated that students did not talk and draw at the same time. Students who talked stopped drawing, completed fewer drawings, made less frequent reference to the model and followed fewer directions. When comparing the work of the two groups, teacher attitude toward the talking group reflected more dissatisfaction because of the higher incidence of incomplete work and the necessity of having to raise the voice in order to be heard. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

The problem of the present study was threefold: 1) to devise a projective drawing analysis technique which would assess the operationally defined psychoanalytic concepts of id, ego, and superego, 2) to devise a preliminary scoring technique, and 3) to investigate the relationship between the drawings and the original clinical scales of the Minnesota Multiphasic Personality Inventory.

As with all psychodiagnostic tests, before the "Draw-a-Group" can be considered a valuable instrument to the clinician, some basis for validity must be set. Although some research has been done on the "Draw-a-Group," sufficient validity has yet to be established. It is the purpose of this research to attempt to further establish the validity of the "Draw-a-Group." A related purpose is to attempt to further clarify which factors are related to interpersonal responsiveness.

Years ago, my mother choreographed a dance entitled "Seven Dreams in Color", a seven-act dance wherein each act relayed a memory of her childhood. These memories were colored by her individual experience and often seemed warped to her, as if having been filtered through a dream. I seek to recontextualize these dreams through my own lens as a way of honoring my mother's history and my own memories. Each work functions, through color and composition, as a separate act and embodies a non-linear memory. I utilize painting, drawing and printmaking to harness dichotomous visual elements in order to convey scenes as tumultuous as both the world around me and my own shifting moods. Abrupt changes of atmosphere are of particular interest to me. I portray this shift through the visual disruptions of cropping imagery, color or medium shifts, and scale changes. Graphic schisms take my work to an unpredictable conclusion while confounding the viewer. My work reveals my desperation and need to translate all of the conflict, battles and resolutions that I observe.

The present study was designed to investigate the efficiency of a visual and tactile presentation of a design as compared to just a visual presentation to determine if the two-sense method helped the subjects in drawing the designs accurately in less trials.

One purpose of this study was to determine of the actual physical dimensions of an individual are related to the dimensions of his human figure drawings. The specific physical dimension used in this study is that of stature of height. Another purpose of this study was to determine if college males majoring in Physical Education might be superior to college males majoring in Industrial Arts in terms of their clarity of body image.

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